Research And Practice On Studio Teaching In Computer Application Major Of Junior Vocational Schools

In recent years, as the country strongly support for vocational education, it ushered in the golden period of reform and development. Many secondary vocational schools are continuously expanding their enrollments. With the expansion of vocational schools, we have to face a lot of problems, such as the obsolete teaching mode, undefined cultivation objectives, decreased teaching quality and so on. How to change their ideas, improve the teaching quality and cultivate computer-application skilled talents meeting market needs, is a difficult problem in front of us.The characteristic of vocational education is school-enterprise cooperation and work-integrated learning, emphasizing the cultivation of the students’ practical ability, the problem we encountered in teaching practice are the followings:the situation of " enthusiastic school, indifferent enterprise " is often shown in school-enterprise cooperation, which making the cooperation hard to go on smoothly, professional teachers lack enterprise experience, teaching is out of line with market demand, teaching objectives are not clear, the knowledge passed on is obsolete, the students’ practical ability is poorer and they lack professional quality. Therefore, we try to introduce studio teaching mode in the secondary vocational computer application education to solve these problems.Studio teaching model originated " Workshop training" teaching in Germany, and there are a lot of successful teaching experiences in foreign art designing college. Our country began introducing studio teaching mode in art teaching reform in the1950,60s and such model are widely used in art courses in many vocational colleges. But judged from document retrieval, studio teaching mode applied to computer application course is less, less than use for secondary vocational computer application education.This research is divided into following parts:Part1:decide the objectives, direction and method of this research through document reading, surveys on studio teaching mode implementation in some junior vocational schools and analyzing to current status of studio teaching mode in both China and overseas.Part2:define the relevant concept on studio teaching mode, to frame studio teaching mode for computer-application major in junior vocational school with the basis of action oriented and constructivism theory.Part3:find the necessity and feasibility of studio teaching mode to computer-application major in junior vocational schools through questionnaires and interviews, with combining of the author’s teaching experience as well as occupational literacy of junior vocational students, cooperation status between schools and enterprises and teacher status of computer-application major.Part4:complete the research and design of studio teaching mode for computer-application major theoretically by stating how to build the same from preparation, lesson designing, software and hardware, etc.Part5:State the implementing detail of computer-application major teaching by taking printing studio of Liuzhou No.1Vocational School as example through stating class organization and after-class implementing procedure and assessment method. Advantage of studio teaching method is found by comparison on teaching result and employment data between normal class and the tested class.Part6:Analyze and research for the countermeasure for studio mode teaching.This study is based on the research of the secondary vocational computer application major studio teaching. The following conclusions are drawn: Firstly, the studio teaching combined with enterprise meet the demand of professional talent training in computer application major. It is an effective form of combining theory with practice. The studio teaching which dynamic integrates classroom teaching with production practice; focus on students; based on curriculum knowledge; emphasis "learning by doing and learning in production" is completely in line with the basic characteristics of vocational education. In studio teaching, teachers lead students to take part in project; the teaching objectives consist with industry standards; students understand industry standards and work process through whole journey participation in project implementation and form the professional quality of systematic thinking. This is in accordance with the talent cultivate target of secondary vocational school.Secondly, school should pay enough attention and invest enough capital to the establishment of secondary vocational computer application major studio teaching and promote teaching reform from top to bottom. Courses construction is the connotation of studio teaching. Re-integrate current courses, break the independence between courses, and establish mutual support between courses. Excellent computer application talents could be cultivated only with the development of courses that adapt to market demand and construct scientific and standard courses system. Software and hardware environment construction is the basis of studio teaching, including floor layout, equipment purchasing, construction of teachers’ team and management system, etc. Among them, teachers’ team is the guarantee for studio operation. It is required to train a "good at teaching, capable of research, excellent with management, understand business and know production" compound teachers’ team because teachers’ team is a key factor to the success of studio teaching.Thirdly, studio teaching should be organized in small class. Teaching is in the form of training in rotation and project practical experience. Two ways can be introduced to run the studio, classroom operation and outside operation. Classroom operation is mainly to simulate real project work. Pick up typical tasks in real work and simulate in classroom teaching. Outside operation is mainly composed of productive practice project. Undertake real work projects during the operation of studio and mainly conducted outside of the classroom. Studio teaching adopts multiple evaluation modes, including school evaluation, industry evaluation and customer evaluation. And the evaluation will be brought into moral evaluation appraise system at the same time.